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CityU: English For Science Case Study
- 3. Background
- 8. Quick and dirty needs analysis
- 13. Curriculum Design, Materials Design, Piloting
- 22. Expanded needs analysis Academic literacy practices of university science students: A needs analysis (Departmental QTL fund)
- 34. Initial student evaluation 1 0% 20% 51% 25% 3% 2.88 Q13. The skills I learned by doing the video project are relevant to my major subject 8% 66% 20% 5% 0% 3.78 Q12. The skills I learned by doing the video project are useful to me personally 7% 36% 44% 14% 0% 3.36 Q11. The skills I learned by doing the video project are useful to my career 10% 39% 41% 10% 0% 3.49 Q10. The skills I learned by doing the video project are useful for my studies SA A N D SD AVG
- 35. Initial student evaluation 2 7% 44% 36% 14% 0% 3.44 Q23. As a result of doing the video project I have improved my English listening skills 10% 63% 25% 2% 0% 3.81 Q22. As a result of doing the video project I have improved my English presentation skills 3% 41% 49% 7% 0% 3.41 Q21. As a result of doing the video project I have improved my English writing skills 0% 44% 44% 10% 2% 3.31 Q20. As a result of doing the video project I have improved my English reading skills 2% 71% 19% 8% 0% 3.66 Q19. As a result of doing the video project I have improved my English research skills 2% 41% 47% 10% 0% 3.34 Q18. As a result of doing the video project I have improved my English language skills SA A N D SD AVG
- 37. Questions?
Editor's Notes
- Note that EN2251 was specifically singled out as a course that could do with some revision
- Note that I was extremely keen to do the adjunct course but practical constraints made this impossible
- I should show them an example English for Science Project prompt here (Blind as a bat) and perhaps some of the student work, for example the lab reports and the scientific documentaries
- Distribute a lab report and ask students to design categories for a rubric, view the documentary and ask what criteria would you use to evaluate?
- It’s important to note here that we have not done a full analysis of the data yet, so the findings reported here are only preliminary. For the purposes of this presentation I should also focus on action that has been undertaken as a result of this study, probably with reference to the conclusions outlined in the report. This could perhaps be reported as ‘challenges’ for the course.
- Answers to these questions for later: Q1. The academic literacy practices are varied (i.e. we gained a lot of insight into the kinds of tasks that students do and these can be outlined) Q2. I think it is fair to say that academics are not very demanding of their students’ in terms of academic literacy, until the students do a final year project at which point the academic writing must be of a high standard Q3. a. The idea of discipline specific courses is broadly supported as students do not have sufficient opportunities outside of class. b. The question arises as to how specific we should be in our support, given a rather diverse range of students and tasks, and a diverse range of final career destinations – this is one of the most interesting findings of the project in my view.
- Note that in the previous needs analysis we had not been able to take into account the student voices (except for examples of texts), so this time we wanted to focus more on the student perspective.
- Data was gathered in Semester B, 2008-2009, from January to May, 2009.
- The challenge here arises partly due to the fact that we have such diversity, even within these two departments.